The DOI matches its Crossref record.
Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education
Abstract
Barbara J. Guzzetti, Tonja E. Snyder, Gene V Glass, Warren S. Gamas, Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 116-159
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“This affirmed the findings of an earlier meta-analysis, which found that intentionally creating cognitive conflict between prior knowledge and new information is more effective at reducing student misconceptions of course content than simply providing new information (Guzzetti et al., 1993).”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Guzzetti et al., 1993
Citations
Cited by
Sorted by citations
Schraw, G., & Moshman, D. (1995) · Educational Psychology Review · doi:10.1007/bf02212307 · Cited by 1,443
Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks
Chinn, C., & Malhotra, B. A. (2002) · Science Education · doi:10.1002/sce.10001 · Cited by 1,433
“For example, cognitive analyses have provided insights into how to promote conceptual change (e.g., Driver et al., 1994; Guzzetti et al., 1993; Smith et al., 1997) and how to promote epistemological development (e.g., Carey et al., 1989; Smith et al., 2000).”
BackgroundConceptual change: A powerful framework for improving science teaching and learning
Duit, R., & Treagust, D. F. (2003) · International Journal of Science Education · doi:10.1080/09500690305016 · Cited by 1,293
Effective Practices for Developing Reading Comprehension
Duke, N. K., & Pearson, P. D. (2009) · Journal of Education · doi:10.1177/0022057409189001-208 · Cited by 1,360
Academic studing and the development of personal skill: A self-regulatory perspective
Zimmerman, B. (1998) · doi:10.1207/s15326985ep3302 · Cited by 1,317
Enhancing the quality of argumentation in school science
Osborne, J., Erduran, S., & Simon, S. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20035 · Cited by 1,596
International handbook of research on conceptual change
Vosniadou, S. (2013) · Routledge eBooks · doi:10.4324/9780203154472 · Cited by 886
On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal
Limón, M. (2001) · Learning and Instruction · doi:10.1016/s0959-4752(00)00037-2 · Cited by 715
“Su rf ac eco ns tr uc tiv e: N ew in fo rm at io n is co m pr eh en de d, bu t its im pl ic at io ns fo r on e’ s be lie fs ar e no t co ns id er ed B et a R ei nt er pr et da ta W ea k re st ru ct ur in g In co rp or at in g Im pl ic it kn ow le dg e bu ild in g: — pr ob le m re co gn it io n: id en tifi es co nfl ic…”
BackgroundInfluentialThe art and science of teaching: a comprehensive framework for effective instruction
Marzano, R. J. (2008) · Choice Reviews Online · doi:10.5860/choice.45-6316 · Cited by 595
Examining the literacy component of science literacy: 25 years of language arts and science research
Yore, L., Bisanz, G., & Hand, B. (2003) · International Journal of Science Education · doi:10.1080/09500690305018 · Cited by 599
Dochy, F., Segers, M., & Buehl, M. M. (1999) · Review of Educational Research · doi:10.3102/00346543069002145 · Cited by 542
“Often such techniques involve creating cognitive conflict within the individual, thereby forcing them to recon cile the differences between the new information and their existing knowledge (Guzzetti et al., 1993). Pintrich, Marx, and Boyle (1993) also stress that motiva tional factors, such as the individual's goals…”
BackgroundInfluentialInfluences on classroom interest
Bergin, D. A. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3402_2 · Cited by 495
Learning in Science — From Behaviourism Towards Social Constructivism and Beyond
Duit, R. H., & Treagust, D. F. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_1 · Cited by 432
Kendeou, P., & van den Broek, P. (2007) · Memory & Cognition · doi:10.3758/bf03193491 · Cited by 454
“These results are consistent with those obtained in prior research demonstrating that misconceptions have an intrusive effect on students' memory representations of text (Guzzetti et al., 1993; Kendeou & van den Broek, 2005 ).”
BackgroundResultInfluentialKesidou, S., & Roseman, J. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10035 · Cited by 407
“The student texts did not explicitly address student ideas (Guzzetti et al., 1993), nor did teacher’s guides suggest activities that could help students with their difficulties, such as challenging student ideas in appropriate ways (Chinn & Brewer, 1993); contrasting student ideas with the…”
BackgroundTreagust, D. F., & Duit, R. H. (2008) · Cultural Studies of Science Education · doi:10.1007/s11422-008-9090-4 · Cited by 336
Qian, G.-Y., & Alvermann, D. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.2.282 · Cited by 366
Knowledge Building as a Mediator of Conflict in Conceptual Change
Chan, C. K. K., Burtis, J., & Bereiter, C. (1997) · Cognition and Instruction · doi:10.1207/s1532690xci1501_1 · Cited by 318
REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH
Tippett, C. D. (2010) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-010-9203-x · Cited by 335
“Maria & Johnson (1989) found delayed effects a month after gifted students in Grades 5 and 7 had read both expository and soft expository refutation text.”
BackgroundTeaching–learning sequences: aims and tools for science education research
Méheut, M., & Psillos, D. (2004) · International Journal of Science Education · doi:10.1080/09500690310001614762 · Cited by 305
“If some studies conclude the effectiveness of such strategies (Guzetti et al. 1993), this conclusion is not fully shared.”
BackgroundThe role of familiarity in correcting inaccurate information.
Swire‐Thompson, B., Ecker, U. K. H., & Lewandowsky, S. (2017) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000422 · Cited by 315
The effects of subtle misinformation in news headlines.
Ecker, U. K. H., Lewandowsky, S., Chang, E. P., & Pillai, R. (2014) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000028 · Cited by 313
van den Broek, P., & Kendeou, P. (2008) · Applied Cognitive Psychology · doi:10.1002/acp.1418 · Cited by 255
“Evidence of the effectiveness of this latter approach— activating of students’ background knowledge before reading—has been mixed (Alvermann &Hague, 1989;Alvermann, Smith,&Readence, 1985;Guzzetti et al., 1993).”
BackgroundInfluentialThe "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich
Sinatra, G. M. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4002_5 · Cited by 255
Hunsu, N. J., Adesope, O., & Bayly, D. J. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.11.013 · Cited by 272
Olympiou, G., & Zacharia, Z. C. (2011) · Science Education · doi:10.1002/sce.20463 · Cited by 276
Adult Learning Theory: Applications to Non-Traditional College Students
Kenner, C., & Weinerman, J. (2011) · Journal of College Reading and Learning · doi:10.1080/10790195.2011.10850344 · Cited by 245
Gill, M. G., Ashton, P. T., & Algina, J. J. (2004) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.01.003 · Cited by 233
Tynjälä, P. (1999) · International Journal of Educational Research · doi:10.1016/s0883-0355(99)00012-9 · Cited by 458
The reading–science learning–writing connection: Breakthroughs, barriers, and promises
Holliday, W., Yore, L., & Alvermann, D. (1994) · Journal of Research in Science Teaching · doi:10.1002/tea.3660310905 · Cited by 246
Sotos, A. E. C., Vanhoof, S., Noortgate, W. V. D., & Onghena, P. (2007) · Educational Research Review · doi:10.1016/j.edurev.2007.04.001 · Cited by 246
“One of the approaches to explore is that of confronting students with their misconceptions, considered by some authors as the most effective strategy to achieve the accurate conceptions (Finch & Cumming, 1998; Guzzetti et al., 1993).”
BackgroundInfluentialArgument and conceptual engagement
Nussbaum, E. M., & Sinatra, G. M. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00038-3 · Cited by 225
Problem-based learning as a facilitator of conceptual change
Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.03.002 · Cited by 257
Sinatra, G. M., & Broughton, S. H. (2011) · Reading Research Quarterly · doi:10.1002/rrq.005 · Cited by 228
“Among the structures examined were traditional expository texts; persuasive texts, including dual and single positional texts; and refutation texts (Guzzetti et al., 1993).”
BackgroundMethodOn warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.
Masón, L., Gava, M., & Boldrin, A. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.2.291 · Cited by 198
Reading about energy: The effects of text structure in science learning and conceptual change
Diakidoy, I. N., Kendeou, P., & Ioannides, C. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00039-5 · Cited by 208
Children's responses to anomalous scientific data: How is conceptual change impeded?
Chinn, C. A., & Malhotra, B. A. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.2.327 · Cited by 190
Belief, Knowledge, and Science Education
Southerland, S. A., Sinatra, G. M., & Matthews, M. R. (2001) · Educational Psychology Review · doi:10.1023/a:1011913813847 · Cited by 190
Teaching Science for Conceptual Change: Theory and Practice
Jonassen, D. H., & Easter, M. A. (2013) · Routledge eBooks · doi:10.4324/9780203154472-36 · Cited by 133
Knowledge Revision Processes in Refutation Texts
Kendeou, P., Walsh, E. K., Smith, E. R., & O’Brien, E. J. (2014) · Discourse Processes · doi:10.1080/0163853x.2014.913961 · Cited by 231
Changing epistemological beliefs: The unexpected impact of a short‐term intervention
Kienhues, D., Bromme, R., & Stahl, E. (2008) · British Journal of Educational Psychology · doi:10.1348/000709907x268589 · Cited by 204
The Effects of Readers' Misconceptions on Comprehension of Scientific Text.
Kendeou, P., & van den Broek, P. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.235 · Cited by 204
“Research in reading and science education has shown consistently that readers with misconceptions are relatively unaware of conflicts between their knowledge and the information in traditional expository text (Guzzetti et al., 1993).”
BackgroundThe Effect of Refuting Misconceptions in the Introductory Psychology Class
Kowalski, P., & Taylor, A. K. (2009) · Teaching of Psychology · doi:10.1080/00986280902959986 · Cited by 192
“In a meta-analysis of instructional strategies, Guzzetti et al. (1993) showed that such conceptual change instruction, when compared to standard instruction, had a greater impact on student misconceptions.”
BackgroundRefutational texts and the change process
Hynd, C. (2001) · International Journal of Educational Research · doi:10.1016/s0883-0355(02)00010-1 · Cited by 177
Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change it, and the Learning Outcomes
Chi, M. T. H. (2013) · doi:10.4324/9780203154472.ch3 · Cited by 169
Rebich-Hespanha, S., & Gautier, C. H. (2005) · Journal of Geoscience Education · doi:10.5408/1089-9995-53.4.355 · Cited by 163
“, Jensen and Finely, 1995), many more have reported their unsuccessful attempts to support conceptual change through the presentation of conflicting information or anomalous data to create cognitive conflict (e.g., Champagne, Gunstone and Klopfer, 1985; Dreyfus, Jungwirth and Eliovitch, 1990; Guzzetti et al., 1993).”
BackgroundInfluentialThompson, R. A., & Zamboanga, B. L. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.4.778 · Cited by 143
The role of instructional variables in conceptual change in high school physics topics
Hynd, C. R., McWhorter, J. Y., Phares, V. L., & Suttles, C. W. (1994) · Journal of Research in Science Teaching · doi:10.1002/tea.3660310908 · Cited by 126
Number concept and conceptual change: towards a systemic model of the processes of change
Merenluoto, K., & Lehtinen, E. (2004) · Learning and Instruction · doi:10.1016/j.learninstruc.2004.06.016 · Cited by 143
Development of an instrument for measuring cognitive conflict in secondary‐level science classes
Lee, G., Kwon, J., Park, S., Kim, J., Kwon, H., & Park, H. (2003) · Journal of Research in Science Teaching · doi:10.1002/tea.10099 · Cited by 157
Conceptual change achieved through a new teaching program on acids and bases
Demircioğlu, G., Ayas, A., & Demircioglu, H. (2005) · doi:10.1039/b4rp90003k · Cited by 161
“Moreover, many strategies have been suggested for facilitating conceptual change in the literature (Driver, 1989; Dykstra et al., 1992; Guzzetti et al., 1993; Smith et al., 1993).”
BackgroundResultConsistencies and Inconsistencies Between Science Teachers’ Beliefs and Practices
Mansour, N. (2013) · International Journal of Science Education · doi:10.1080/09500693.2012.743196 · Cited by 160
Reexamining the Role of Cognitive Conflict in Science Concept Learning
Kang, S., Scharmann, L. C., & Noh, T. (2004) · Research in Science Education · doi:10.1023/b:rise.0000021001.77568.b3 · Cited by 133
“Science education researchers have examined the effects of cognitive conflict mainly on the bases of comparisons of group differences, and they tended to implement a combination of strategies and then evaluate their total impact (Guzzetti et al., 1993).”
BackgroundThe Nature of the Refutation Text Effect: An Investigation of Attention Allocation
Broughton, S. H., Sinatra, G. M., & Reynolds, R. E. (2010) · The Journal of Educational Research · doi:10.1080/00220670903383101 · Cited by 153
“Fortunately, a large body of research demonstrates the effectiveness of refutation text to promote conceptual change in the literature (Guzzetti et al., 1993).”
BackgroundMethodParis, S., Yambor, K. M., & Packard, B. (1998) · The Elementary school journal · doi:10.1086/461894 · Cited by 148
Mental Models: Theoretical Issues for Visualizations in Science Education
Rapp, D. N. (2005) · Springer eBooks · doi:10.1007/1-4020-3613-2_4 · Cited by 148
Using Reading Times and Eye-Movements to Measure Cognitive Engagement
Miller, B. (2015) · Educational Psychologist · doi:10.1080/00461520.2015.1004068 · Cited by 147
Saying the wrong thing: improving learning with multimedia by including misconceptions
Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00248.x · Cited by 145
Use of task-value instructional inductions for facilitating engagement and conceptual change
Johnson, M. L., & Sinatra, G. M. (2012) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.09.003 · Cited by 146
Revising what readers know: Updating text representations during narrative comprehension
Rapp, D. N., & Kendeou, P. (2007) · Memory & Cognition · doi:10.3758/bf03192934 · Cited by 144
“For instance, the degree to which students revise their naive beliefs during conceptual change has been assessed using interviews, tests, recall tasks, and problem-solving activities (Guzzetti et al., 1993).”
BackgroundWriting and conceptual change. What changes?
Masón, L., & Boscolo, P. (2000) · Instructional Science · doi:10.1023/a:1003854216687 · Cited by 141
Does the use of analogies contribute to conceptual change?
Dagher, Z. R. (1994) · Science Education · doi:10.1002/sce.3730780605 · Cited by 120
Cordova, J. R., Sinatra, G. M., Jones, S. H., Taasoobshirazi, G., & Lombardi, D. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.03.006 · Cited by 146
“Refutation texts have been shown to be very effective in promoting conceptual change (Guzzetti et al., 1993).”
BackgroundBelland, B., Glazewski, K., & Richardson, J. (2011) · Instructional Science · doi:10.1007/s11251-010-9148-z · Cited by 132
Plausibility Judgments in Conceptual Change and Epistemic Cognition
Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2015) · Educational Psychologist · doi:10.1080/00461520.2015.1113134 · Cited by 146
Ampatzidou, C., Gugerell, K., Constantinescu, T. I., Devisch, O., Jauschneg, M., & Berger, M. (2018) · Urban Planning · doi:10.17645/up.v3i1.1261 · Cited by 152
Talkabout: Making Distance Matter with Small Groups in Massive Classes
Kulkarni, C., Cambre, J., Kotturi, Y., Bernstein, M. S., & Klemmer, S. R. (2015) · Conference on Computer Supported Cooperative Work · doi:10.1145/2675133.2675166 · Cited by 120
“This encourages additional self-reference and re-evaluation of previously held theories, which in turn leads to deeper understanding [20].”
BackgroundInvestigating the relationship between refutational text and conceptual change
Palmer, D. A. (2003) · Science Education · doi:10.1002/sce.1056 · Cited by 114
“Hidi (1990) proposed that interest may take two distinct forms.”
BackgroundResultMisconceptions of Turkish Pre-Service Teachers about Force and Motion
Bayraktar, S. (2009) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-007-9120-9 · Cited by 116
Persuasion online or on paper: a new take on an old issue
Murphy, P. K., Long, J. F., Holleran, T. A., & Esterly, E. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(02)00041-5 · Cited by 101
Uncovering the effect of text structure in learning from a science text: An eye-tracking study
Ariasi, N., & Masón, L. (2010) · Instructional Science · doi:10.1007/s11251-010-9142-5 · Cited by 110
Integration and its effect on acquiring knowledge about competing scientific theories for text.
Rukavina, I., & Daneman, M. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.2.272 · Cited by 92
Readers' reliance on source credibility in the service of comprehension.
Sparks, J. R., & Rapp, D. N. (2011) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/a0021331 · Cited by 62
Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece
Παπαδάτου-Παστού, Μ., Χάλιου, Ε., & Vlachos, F. M. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00804 · Cited by 114
“Research on myths in the field of psychology has indeed shown that one of the most effective, evidence-based way to confront scientific myths is to directly refute misconception in introductory classes (Guzzetti et al., 1993; Kowalski and Taylor, 2009, 2011).”
BackgroundBeyond Construction: Five arguments for the role and value of critique in learning science
Henderson, J. B., MacPherson, A. C., Osborne, J. F., & Wild, A. (2015) · International Journal of Science Education · doi:10.1080/09500693.2015.1043598 · Cited by 106
Misconceptions Yesterday, Today, and Tomorrow
Leonard, M. J., Kalinowski, S. T., & Andrews, T. C. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.13-12-0244 · Cited by 105
“Virtually all approaches to teaching that focus on students’ ideas have been found to be more effective in facilitating conceptual change than traditional approaches to instruction (Guzetti et al., 1993; diSessa, 2006; Andrews et al., 2011; also see Sadler et al., 2013).”
BackgroundThe influences of text and reader characteristics on learning from refutations in science texts.
Braasch, J. L. G., Goldman, S. R., & Wiley, J. (2013) · Journal of Educational Psychology · doi:10.1037/a0032627 · Cited by 102
Smolkin, L. B., & Donovan, C. A. (2001) · The Elementary school journal · doi:10.1086/499695 · Cited by 99
Misinformation and How to Correct It
Cook, J., Ecker, U. K. H., & Lewandowsky, S. (2015) · Emerging Trends in the Social and Behavioral Sciences · doi:10.1002/9781118900772.etrds0222 · Cited by 95
Using the learning cycle to teach biology concepts and reasoning patterns
Lawson, A. E. (2001) · Journal of Biological Education · doi:10.1080/00219266.2001.9655772 · Cited by 81
Knowledge revision through the lenses of the three-pronged approach
Kendeou, P., Butterfuss, R., Kim, J., & Boekel, M. V. (2018) · Memory & Cognition · doi:10.3758/s13421-018-0848-y · Cited by 135
Anderman, E. M., Sinatra, G. M., & Gray, D. L. (2012) · Studies in Science Education · doi:10.1080/03057267.2012.655038 · Cited by 113
Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005) · International Journal of Science Education · doi:10.1080/09500690500038553 · Cited by 88
“Although a cognitive conflict strategy accompanied by discrepant events is one of the most frequently investigated strategies and consistently shows significant effects (Guzzetti et al., 1993), some researchers have raised questions about the role of these events.”
BackgroundComprehension and Learning From Refutation and Expository Texts
Diakidoy, I. N., Mouskounti, T., & Ioannides, C. (2010) · Reading Research Quarterly · doi:10.1598/rrq.46.1.2 · Cited by 89
Prior Knowledge and Its Relevance to Student Achievement in Introduction to Psychology
Thompson, R. A., & Zamboanga, B. L. (2003) · Teaching of Psychology · doi:10.1207/s15328023top3002_02 · Cited by 96
The Robust Relationship Between Conspiracism and Denial of (Climate) Science
Lewandowsky, S., Gignac, G. E., & Oberauer, K. (2015) · Psychological Science · doi:10.1177/0956797614568432 · Cited by 88
Misconceptions About the Greenhouse Effect
Gautier, C. H., Deutsch, K., & Rebich-Hespanha, S. (2006) · Journal of Geoscience Education · doi:10.5408/1089-9995-54.3.386 · Cited by 81
“suggests difficulties with eliminating misconceptions lastingly (Guzzetti et al., 1993).”
BackgroundResultInfluentialDonovan, B., Semmens, R., Keck, P., Brimhall, E., Busch, K. C., Weindling, M., Duncan, A. S., Stuhlsatz, M. A. M., Bracey, Z. B., Bloom, M., et al. (2019) · Science Education · doi:10.1002/sce.21506 · Cited by 108
Confronting an augmented reality
Steele, J., Hedberg, J. G., Fitzgerald, R., Munnerley, D., Bacon, M., & Wilson, A. N. (2012) · Research in Learning Technology · doi:10.3402/rlt.v20i0.19189 · Cited by 44
Fundamentally misunderstanding visual perception. Adults' belief in visual emissions.
Winer, G., Cottrell, J. E., Gregg, V. R., Fournier, J., & Bica, L. A. (2002) · American Psychologist · doi:10.1037/0003-066x.57.6-7.417 · Cited by 87
“Augmented activation (Alvermann & Hynd, 1989; Dreyfus, Jungwirth, & Eliovitch, 1990; see Guzzetti et al., 1993, for a review of activation used in reading studies) forewarns the participant about the clash between the misconception and the learning content that is to follow.”
BackgroundDo Teachers Support Causal Understanding through their Discourse when Teaching Primary Science
Newton, D., & Newton, L. (2000) · British Educational Research Journal · doi:10.1080/713651580 · Cited by 86
Refutations in science texts lead to hypercorrection of misconceptions held with high confidence
van Loon, M. H., Dunlosky, J. T., van Gog, T., van Merriënboer, J. J. G., & de Bruin, A. B. H. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2015.04.003 · Cited by 84
“When studying science texts, providing explicit refutations of misconceptions seems to increase the likelihood of correction (Guzzetti et al., 1993).”
BackgroundHow do readers handle incorrect information during reading?
Rapp, D. (2008) · Memory & Cognition · doi:10.3758/mc.36.3.688 · Cited by 84
Zohar, A. E., & Aharon-Kravetsky, S. (2005) · Journal of Research in Science Teaching · doi:10.1002/tea.20075 · Cited by 81
Effectiveness of conceptual change strategies in science education: A meta‐analysis
Paçacı, Ç., Üstün, U., & Özdemir, Ö. F. (2023) · Journal of Research in Science Teaching · doi:10.1002/tea.21887 · Cited by 111
Raising cognitive load with linear multimedia to promote conceptual change
Muller, D. A., Sharma, M. D., & Reimann, P. (2008) · Science Education · doi:10.1002/sce.20244 · Cited by 86
Effects of interactive discussion and text type on learning counterintuitive science concepts
Alvermann, D., Hynd, C. E., & Qian, G.-Y. (1995) · The Journal of Educational Research · doi:10.1080/00220671.1995.9941293 · Cited by 80
Gugerell, K., & Zuidema, C. (2017) · Journal of Cleaner Production · doi:10.1016/j.jclepro.2017.04.142 · Cited by 91
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments
Schroeder, N. L., & Kucera, A. C. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09656-z · Cited by 86
“…metaanalyzed in more than 10 years (Armağan et al., 2017, whose literature search was conducted in 2010); the effects of refutation texts specifically have not been quantitatively synthesized in nearly 20 years (Guzzetti et al., 1992, 1993), nor qualitatively synthesized in ten (Tippett, 2010).”
BackgroundFranco, G. M., Muis, K. R., Kendeou, P., Ranellucci, J., Sampasivam, L., & Wang, X. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.06.003 · Cited by 84
Metadata
- Authors
- Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S.
- ORCID
- Glass, Gene V
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1993-04
- Volume
- 28
- Issue
- 2
- Pages
- 116
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2089221954
- Cited by
- 518
- References
- 0
- Citations by year
- 2026: 13 · 2025: 13 · 2024: 14 · 2023: 16 · 2022: 15 · 2021: 19 · 2020: 23 · 2019: 15 · 2018: 41 · 2017: 28 · 2016: 14 · 2015: 32 · 2014: 14 · 2013: 22 · 2012: 26
- FWCI
- 11.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Research Quarterly (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- conceptual change, science education, reading instruction, educational intervention, reading comprehension, scientific literacy, reading comprehension strategies
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
